CONTINUING NURSING STUDIES STUDENT HANDBOOK

Transcription

1 CONTINUING NURSING STUDIES STUDENT HANDBOOK 2015

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3 CENTRE FOR NURSING STUDIES CONTINUING NURSING STUDIES STUDENT HANDBOOK Please retain this booklet for reference during your course or program of studies.

4 The information contained in this work is the exclusive property of the Centre for Nursing Studies (CNS). This work is protected under Canadian copyright law, CANCOPY Agreement, and other international copyright treaties and conventions. No part of this work may be reproduced or transmitted for any purposes, in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as expressly permitted in writing by the Centre. Copyright 2015, 2014, 2013, 2012, 2011 Centre for Nursing Studies. All rights reserved. Lead Institution is Centre for Nursing Studies, Eastern Health. The Centre for Nursing Studies reserves the right to deviate from what appears in this booklet. Changes may be made in the academic program, policies, procedures or schedules. Changes may be made in order to serve what the Centre for Nursing Studies considers to be in the best interests of the academic or student community or of the Centre itself. The Centre for Nursing Studies thereby disclaims liability to any person who may suffer loss as a result of reliance upon information contained in the Handbook. All rights reserved. The contents of this document are not to be copied or distributed without the written permission of the Centre for Nursing Studies. For written permission contact: Centre for Nursing Studies 100 Forest Road St. John s, NL AlA le5 Telephone: (709) Fax: (709)

5 TABLE OF CONTENTS 1 GENERAL INFORMATION MESSAGE FROM THE CENTRE FOR NURSING 6 STUDIES 1.2 CNS MISSION, VISION AND VALUES CENTRE FOR NURSING STUDIES PROGRAMS CONTINUING NURSING STUDIES ACADEMIC 7 DIARY 1.5 CONTINUING NURSING STUDIES CONTACT 8 INFORMATION 1.6 CHANGE OF NAME AND ADDRESS CANCELLATION OF PROGRAMS/COURSES 9 2 ADMISSION, FINANCIAL AND REGISTRATION INFORMATION AND REGULATIONS ADMISSION TO CONTINUING NURSING STUDIES 9 PROGRAMS/COURSES Admission Criteria Personal Health Information Act (PHIA) Admission Start Dates FINANCIAL INFORMATION GOVERNING FEES AND RECEIPTS Tuition Amounts Per Course/Program Payment of Fees Outstanding Fees Refunds Receipts Income Tax Forms and Receipts REGISTRATION PROCEDURES WITHDRAWAL FROM A PROGRAM/COURSE 12 3 INFORMATION RALATED TO CONTINUING NURSING STUDIES PROGRAM AND COURSE OFFERINGS CONTINUING NURSING STUDIES INTRODUCTION APPROVAL OF CONTINUING NURSING STUDIES 12 PROGRAMS/COURSES 3.3 CONTINUING NURSING STUDIES GOALS, VISION, 12 MISSION, VALUES AND BELIEFS Goals Vision Mission Values and Beliefs CONTINUING NURSING STUDIES PHILOSOPHY 13 3

6 3.5 CONTINUING NURSING STUDIES CONCEPTUAL FRAMEWORK AND MODEL RN PROGRAM/COURSE DESCRIPTIONS RN Re-Entry Program LPN Re-Entry Program IEN Bridging Program RN Perioperative Program LPN Perioperative Program Registered Nurse First Assist Program POST BASIC PROGRAMS FOR RNs & LPNs Post Basic Gerontology Program for RNs Post Basic Gerontology Program for LPNs Post Basic Critical Care Program for RNs Post Basic Mental Health for LPNs CONTINUING NURSING STUDIES LPN COURSES LPN Health Assessment LPN Medication Administration POST BASIC COMPETENCY MODULE 22 DESCRIPTIONS Intradermal Injections Intramuscular Injections Immunizations Intravenous Initiation Intravenous Therapy Intravenous Medication Administration Blood and Blood Products Administration Hypodermoclysis (CVAD) Central Venous Access Device POST BASIC COMPETENCY MODULES (no transcripts or certificates issued) 4.1. Male and Female Catheterization Blood Glucose Monitoring Gastrointestinal Tube Feedings and Nasogastric 24 Suctioning 4.4 Oxygen Therapy and Oral Suctioning Wound Care WORKSHOP DESCRIPTIONS Advanced Footcare Management Program 25 For Nurses 6.0 PRACTICE SUPPORT 25 4 ACADEMIC REGULATIONS AND GUIDELINES PROMOTION REGULATIONS ATTENDANCE SUPPLEMENTATY EXAMINATIONS 26 4

7 4.4 LAB RETESTS CLINICAL REPEATS WAIVER OF REGULATIONS EVALUATION EXAMINATIONS DEFERRED EXAMINATIONS MISSED LAB REGULATIONS WRITTEN ASSIGNMENT EXTENSIONS RELEASE OF GRADES APPEAL OF REGULATIONS PROFESSIONAL CONDUCT PRIOR LEARNING ASSESSMENT GRADUATION RECORDS 31 5 CLINICAL REGULATIONS AND GUIDELINES OVERVIEW OBJECTIVES AND COMPETENCIES NURSING REGISTRATION PRECLINICAL PLACEMENT REQUIREMENTS PRIOR TO COMMENCMENT OF A CONTINUING NURSING STUDIES CLINICAL 32 COMPONENT 5.5 PRECEPTOR 32 6 STUDENT SERVICES AND ADDITIONAL INFORMATION GUIDELINES ACCESS TO THE CENTRE FOR NURSING STUDIES CLASSROOMS LEARNING RESOURCE CENTRE AND 33 COMPUTER LAB 6.4 INSTRUCTIONAL RESOURCE CENTRE (LAB) GUIDANCE AND COUNSELLING Academic Accommodation DISTANCE EDUCATION ACADEMIC ADVISING STUDY SKILLS TEST TAKING WRITTEN ASSIGNMENTS ARNNL RE-ENTRY SCHOLARSHIP INFORMATION FOOD SERVICES SMOKING REGULATIONS FIRE SAFETY EMERGENCY PREPAREDNESS SCENT-FREE GUIDELINES CELL PHONE USE 44 5

8 1. GENERAL INFORMATION 1.1 MESSAGE FROM THE CENTRE FOR NURSING STUDIES Welcome to the Centre for Nursing Studies (CNS) and Continuing Nursing Studies. The CNS, established in 1996, is operated by Eastern Health and is housed at the Miller Centre site, in the adjacent Southcott Hall building. The CNS offers a variety of programs across the continuum of nursing education. This handbook is intended to provide information needed by students enrolled in Continuing Nursing Studies programs/courses. Regulations that govern the academic, clinical, and professional components of the program are described as well as information related to the resources available to students. Students must meet the applicable program/course and other regulations as outlined in this handbook. Please refer to the Table of Contents at the beginning of the Handbook for a listing of its contents. NOTE: While every attempt is made to update the Continuing Nursing Studies Student Handbook, any alterations to existing policies or regulations after publication will supersede what is in print in this Handbook. Students will be given prior notice of any changes to the published regulations, policies or information outlined in this handbook. Notification of regulation or policy changes will be communicated to students via their CNS account. 6

9 1.2 CNS MISSION, VISION AND VALUES Our Mission The CNS will deliver a continuum of nursing education programs that prepares highly competent practitioners and leaders through a commitment of excellence in teaching, practice, research and other forms of scholarship. Our Vision To enhance excellence and leadership in nursing education, innovation, partnerships, research and other forms of scholarship. Our Values Collaboration Collaboration is the guiding principle in our approach to education, research and other forms of scholarship, practice, and international development. Diversity We respect diversity and foster inclusion among students, faculty, staff, and partners. Excellence Excellence is a means of assuring we prepare the highest quality practitioners and leaders. Professionalism We embody professionalism through continuous learning and the highest standards of integrity, ethical behaviour, accountability, and transparency. Respect Respect is the foundation of all our interactions. 1.3 CENTRE FOR NURSING STUDIES PROGRAMS The CNS offers a Bachelor of Nursing (Collaborative) Program and a Practical Nursing Program. The Bachelor of Nursing (Collaborative) Program is offered in partnership with Memorial University School of Nursing and Western Regional School of Nursing. The Nurse Practitioner Program is offered through Memorial University School of Nursing at the Masters level. Faculty members at the CNS teach the Nurse Practitioner courses as part of its partnership with Memorial University School of Nursing in delivery of the program. The CNS also offers Continuing Nursing Studies post basic specialty programs, professional development courses, an Internationally Educated Nurse (IEN) Bridging program and re-entry programs for both registered (RNs) and licensed practical nurses (LPNs) across the province. Many of the human resources and services at the CNS are shared across all programs. 1.4 CONTINUING NURSING STUDIES ACADEMIC DIARY The following diary, where possible, identifies the date or a month that a Continuing Nursing Studies program/course begins and ends. Important Notes Concerning Certain Program or Course Offerings: 7

10 a) Applications for the RN and LPN Re-Entry programs will be processed during the intake months of August for a September start, December for a January start and April for a May start. The May start date will be dependent on whether the program is undergoing revisions. b) The following programs or courses are offered based on registrant or employer demand and may not be offered on a yearly basis: i) Perioperative Nursing Program for RNs ii) iii) iv) RN First Assist Program Post Basic Critical Care Program for RNs Post Basic Gerontology Program for RNs v) Post Basic Gerontology Program for LPNs vi) Perioperative Nursing Program for LPNs vii) Post Basic Mental Health Program for LPNs c) Advanced Footcare Management Program for Nurses is offered based on demand in late fall or early spring of each academic year. Interested students should contact the Registrar, Continuing Nursing Studies at (709) to inquire about course registration and potential start dates. 1.5 CONTINUING NURSING STUDIES CONTACT INFORMATION Director Centre for Nursing Studies Office Dr. Kathy Watkins (kwatkins@mun.ca) Associate Director - Non-Degree Programs Denise English (denise.english@mun.ca) Office Coordinator - Continuing Nursing Studies Peggy Rauman (peggy.rauman@mun.ca) Office Registrar - Non-Degree Programs Lorena Canning (lorena.canning@mun.ca) Office Continuing Nursing Studies Secretary Office Tracey Evans (tracey.evans@mun.ca) Business Officer Brenda Haines (bhaines@mun.ca) Office Operations Officer Leigh-Ann Kavanagh (lak402@mun.ca) Ground Floor CHANGE OF NAME AND ADDRESS Students are advised to notify the CNS immediately of any change in name, address or phone number. 8

11 1.7 CANCELLATION OF PROGRAMS/COURSES The CNS reserves the right to cancel programs if there is insufficient enrollment. Monies will be completely refunded to individuals enrolled when a program or course is cancelled. 2. ADMISSION, FINANCIAL AND REGISTRATION INFORMATION AND REGULATIONS 2.1 ADMISSION TO CONTINUING NURSING STUDIES PROGRAMS/COURSES Program/course offerings are advertised through professional organization newsletters, , social media, CNS website, or bulletins forwarded to education departments of the regional health authorities. Interested individuals may also contact Continuing Nursing Studies at any time for information about the various program/course offerings Admission Criteria All programs and courses are developed for RNs or LPNs. With the exception of re-entry programs, an active RN or LPN license is required for all programs/courses. For admission criteria to specific programs/courses, see individual program/course information Personal Health Information Act (PHIA) As per the Newfoundland and Labrador Personal Health Information Act (PHIA), students will be required to sign an oath/affirmation of confidentiality, as well as complete the online PHIA education Admission Start Dates Admission start dates are different depending on which specific Program/Post-Basic Program/Course/Module/Workshop you are registering for. For specific Program/Post-Basic Program/Course/Module/Workshop admission start dates contact the Office of the Registrar Lorena Canning at or by lorena.canning@mun.ca. 2.2 FINANCIAL INFORMATION GOVERNING FEES AND RECEIPTS It is the responsibility of students to ensure that financial obligations associated with their program/course are met Tuition Amounts Per Program/Course: The following outlines the tuition fees for each of the Continuing Nursing Studies programs/courses offered during the current academic year. Students are responsible for purchasing any textbooks that are required for a program/course. TUITION COSTS TUITION RN Re-Entry Program $4000 RN First Assist Program (in province- $2000) 9

12 (out of province- $3000) Post Basic Gerontology Program for RNs $800 Post Basic Critical Care Program for RNs $1500 Perioperative Nursing Program for RNs $1500 PROGRAM/COURSE TUITION LPN Re-Entry Program $2500 Perioperative Nursing Program for LPNs $2500 Post Basic Gerontology Program for LPNs $1000 Post Basic Mental Health Program for LPNs $1000 LPN Health Assessment $600 LPN Medication Administration $650 COMPETENCY MODULES Intradermal Injections $100 Intramuscular Injections $100 Immunizations $50 Intravenous Initiation $100 Intravenous Therapy Administration $100 Intravenous Medication Administration $100 Blood and Blood Products Administration $100 Hypodermoclysis $100 Central Venous Access Devices (CVAD) $100 (The following modules can purchased by the regional health authorities or other employers) Male and Female Catheterization Blood Glucose Monitoring Gastrointestinal Tube Feedings and Nasogastric Suctioning Oxygen Therapy and Oral Suctioning Wound Care $25 + HST $25+ HST $25+ HST $25+ HST $50 +HST The Health Assessment course for LPNs addresses methods of formal and informal interviewing techniques, history taking, physical examinations, and documentation of findings to effective prepare the LPN to perform health assessment on clients across the lifespan. 10

13 The Medication Administration course for LPNs provides LPNs with the necessary knowledge, theoretical and clinical skills required to safely prepare and administer medications for medication administration to clients across the lifespan. WORKSHOPS Advanced Footcare Management Course for Nurses $ Payment of Fees: Payment may be made by cash, cheque, money order, Visa, MasterCard, or Direct Interac Outstanding Fees: Students who have not paid all fees or arranged for fee payment with the Business Officer prior to the first day of the program/course may have their registration cancelled at the discretion of the CNS. Transcripts, grade reports, references and diplomas will not be issued unless all fees have been paid in full Refunds Continuing Nursing Studies refund policies consider costs incurred by the CNS. The amount of refund available to the student is specific to the module/course/program and determined by such factors as the length of the module/course/program, development costs, the number of students enrolled, and administrative costs. Any student withdrawing from a module/course/program that requires six months or less to complete will receive a 75% refund if a student withdraws within 14 days from the start date. After 14 days, no refunds will be granted. Any student withdrawing from a module/course/program that takes greater than six months to complete will receive a 75% refund if a student withdraws within 30 days from the start date. After 30 days, no refunds will be granted Receipts Students should retain all tuition and other program/course fee receipts. In the event of a dispute regarding the payment of fees, the CNS will be considered correct unless the student provides evidence of payment through the original receipt Income Tax Forms and Receipts In accordance with Revenue Canada regulations, tuition fees are income tax deductible provided they are in amounts over $ Fees from the same institution may be accumulated to become eligible. An official income tax receipt will be issued to students by the end of February of the year following enrollment. ** The CNS reserves the right to make changes in its financial policies as deemed necessary. 11

14 2.3 REGISTRATION PROCEDURES To register for any program/course or workshop, students must provide specific registration information and submit the completed forms to the CNS with the specified tuition fees before the designated deadline date. RN and LPN students must also provide proof of licensure. In order to register for the RN Re-Entry program students must provide a proof of eligibility form from the ARNNL. In order to register for the LPN Re-Entry program students must provide a proof of eligibility form from the CLPNNL. Health Authority Sponsored Students: For some programs/courses excluding re-entry programs, employees of regional health authorities are provided a number of designated seats. The name of the sponsoring agency and contact person along with confirmation of sponsorship must be submitted by students who are sponsored. 2.4 WITHDRAWAL FROM A PROGRAM/COURSE Students may withdraw from any program/course at any time. Consulting with the program facilitator before making a final decision is encouraged. If the decision is made to withdraw, the appropriate form must be completed and submitted to the CNS. These forms can be obtained from the program facilitator. 3. INFORMATION RELATED TO CONTINUING NURSING STUDIES PROGRAM/COURSE OFFERINGS 3.1 CONTINUING NURSING STUDIES INTRODUCTION Continuing Nursing Studies encourages RNs and LPNs in the pursuit of lifelong learning. As nurses motivated to expand theoretical and clinical bases of practice or to enhance professional development, our mandate is to support and facilitate attainment of your goals. Continuing education is essential for all nurses to maintain personal and professional competency. Therefore, we congratulate you on your decision to continue your education. 3.2 APPROVAL OF CONTINUING NURSING STUDIES PROGRAMS/COURSES All programs/courses offered through Continuing Nursing Studies are evaluated and revised on an ongoing basis to ensure they meet provincial and national practice standards. Consultation with the regulatory bodies for RNs and LPNs regularly occurs in order to ensure such standards are upheld. 3.3 CONTINUING NURSING STUDIES GOALS, VISION, MISSION, VALUES AND BELIEFS Goals Continuing Nursing Studies offers post basic specialty programs, professional development courses, an IEN bridging program, re-entry programs, and other courses and programs based on assessed needs. The goals of Continuing Nursing Studies are to: facilitate ongoing professional development for RNs and LPNs practicing in a rapidly changing clinical environment. support and assist nurses in rural areas through distance education. make learning opportunities accessible and affordable for all nurses. 12

15 3.3.2 Vision The vision of Continuing Nursing Studies is to be a leader in professional development by empowering students to access timely, outcome based, user friendly learning resources that stimulate the desire for continuous learning and continuous quality improvement Mission Continuing Nursing Studies is committed to developing and maintaining competency of nurses by providing post basic specialty and professional development courses that are based on needs of key stakeholders and that are accessible to all students Values and Beliefs Continuing Nursing Studies, in pursuit of leadership in professional development, believes in developing the strengths of its students by promoting respect, competence, self-direction, individuality, trust, collaboration, and critical thinking. The department is committed to providing planned learning experiences beyond basic nursing education programs. These educational programs are designed to promote evidence-based practice and personal development by expanding the nurse s knowledge, skills, and attitudes. Content included in these programs arises from evolving scientific knowledge and changing professional standards. The planned learning experiences are built upon adult learning principles, are specific to the student s needs, and are applicable to the student s goal. Values identified by Continuing Nursing Studies are: The student as an individual in the identification of his/her learning needs and potential; Collaboration and partnerships both within the CNS and outside the CNS, in order to realize the vision and mission; Lifelong learning principles in order to stimulate continuous learning and continuous quality improvement; Continuing education as an integral part of the change process which allows the student to actively prepare for and respond to change; A non-threatening learning environment conducive to the student s self-direction, self-inquiry, and self-actualization; Methods of delivery of educational programs that promote self-paced learning and accessibility to students; and Ongoing continuing evaluation to ensure programs being offered are relevant, current, and meet quality improvement principles. 3.4 CONTINUING NURSING STUDIES PHILOSOPHY The philosophy of Continuing Nursing Studies includes beliefs about person, health, environment, nursing, and nursing education. Person Each person is viewed as a unique individual comprised of biological, psychological, sociological, and spiritual dimensions. Though these dimensions are identified as separate entities, in actuality, they are not; 13

16 they constantly interact with one another, are dependent on one another and are coordinated in a systematic way. This balance or exchange between systems maintains a person's holism; the idea that the person is considered to be greater than the sum of her/his parts. The person is an open system who interacts internally as well as externally with other components such as social, physical, cultural, political and economical systems. Stressors from within the internal and external components of the environment continuously confront the person. Successful adaptation by the person to these stressors results in health or wellness while unsuccessful adaptation results in illness or death. Growth and development of a person occurs in a logical sequential pattern from conception through death. Beliefs and values developed during the lifespan help a person formulate perceptions about self, health and the world. Perceptions, particularly about health, determine whether or when the person will seek health care. The nurse, when working with the person, develops a helping relationship. During this relationship the nurse facilitates the person to become an active participant and to assume responsibility for personal health. Health Health is viewed as a dynamic process in the life continuum of a person which encompasses the concepts of wellness, health, and illness. These concepts refer to a person's ability to achieve a level of biological, psychosocial, and spiritual well-being by continually adapting to the internal and external environment. The degree of health attained is determined by a person's ability to successfully respond to stressors in the internal and external environment. The level of functioning which maximizes an individual's potential to function within the environment is wellness. Effective responses implies the use of adaptive mechanisms to successfully achieve or maintain a person's holistic nature or balance, whereas ineffective responses cause a maladaptation/imbalance among the person's systems. This imbalance is referred to an illness, which may lead to death. Wellness, health, and illness are seen as separate, but parallel, entities on a continuum and their positions are determined by the nature and strength of adaptive responses in relation to the nature and strength of stressors. Since no one attains perfect health and not everyone is defined as ill, there must be a range on the continuum that allows for health and illness to co-exist. People view health and illness in terms of their own perceptions which stem from their individual value systems. Alterations in their health status usually lead individuals to seek care within the health care delivery system. People have a universal right to health care. The right to seek or not seek health care must be respected, as long as people understand the implications of their actions and this does not pose a threat to others. The primary goal of nursing is to promote, maintain, or restore a person's adaptation to an optimal state of health. Since the process of health is a unique and individual experience, the person must be regarded as an active participant and the ultimate authority in the plan of care. The goals of nursing care must then be dynamic, individualized, and determined collaboratively by the person and the nurse. 14

17 The Health Process 211 Figure 10-3 Health Continuum (Reprinted with permission from Twaddle, AC: A Sociology of Health, p. 13. St. Louis, C.V. Mosby, 1977). Environment Environment in the broadest sense includes all of the internal and external influences affecting the development of a person or group. These influences are seen as systems that are open and interact with one another. A person is many systems and sub-systems that interrelate in an integrated fashion to maintain one's totality or holism. Both persons and environment are seen as living, dynamic, systems with porous boundaries that allow for exchange of matter, energy, and information within and between each other. The internal environment of a person includes a variety of sub-systems such as biological, psychological, sociological, and spiritual. These components include unique characteristics, as well as, characteristics that are common with other persons. Each of these sub-systems, the biological for example, can be further divided into components such as gastrointestinal, respiratory, and circulatory systems. The biological system contains sub-systems that affect a person's normal body functioning. The psychological system contains sub-systems that affect a person's thinking and feeling. A person's ability to develop formal and informal relationships with one person, the family, or other social groups describes the sociological system. The spiritual component may include a person's need to believe in a Supreme Being, a special order of the universe, or that life has meaning. The internal environment therefore includes everything internal to a person's body boundaries. The external environment includes anything exterior to a person's internal environment. This includes anything that may impact or encroach upon a person's life. Physical environment, cultural environment, social environment, political environment, and economic factors are examples of the sub-systems that may have an impact upon a person's life. The physical environment includes elements like: air, water, soil, and food quality; geography; climate; and building structures. Cultural factors include racial and ethnic identity, values and beliefs, language, and intercultural communications of the person. The social environment consists of the social systems with which a person interacts such as the family, social groups, and the community at large. Job availability, the quality and accessibility of health care services and other resources, and financial stability of the community exemplify components of the economic environment. The political environment represents the governmental power to influence or determine policies relevant to health care, environment, and other issues in society. Nursing The profession of nursing allows the nurse to develop a very special and unique relationship with a patient. During this relationship, the patient places a great deal of trust in the nurse. The nurse frequently deals with a patient who is in a weakened and disruptive state. In this precarious relationship, in which the nurse may become the patient advocate, it is essential that the nurse be a caring individual with strong ethical and moral values. The nurse begins the process by developing an open, honest, individualized and collaborative relationship with the patient which is reliant upon good communication skills. Although nurses also work with families and groups, the emphasis here is on the individual. This relationship can be established with individuals of 15

18 any age group, therefore, understanding the concepts of growth and development is an essential part of this process. Nursing care is provided to patients in acute, long term, ambulatory, rehabilitative, and community settings. These settings provide the nurse with the opportunity to work with individuals at varied positions along the wellness-illness continuum. Promoting, maintaining and restoring a patient's adaptation to an optimal state of health is the major goal of nursing. The nurse helps facilitate the patient to adapt positively to stressors in the internal and external environment, moving patients toward health and growth. Maladaptation occurs when the stressor or stressors are stronger than the person's adaptive responses. In order to determine a person s adaptive ability and level of health the nurse must assess the person s internal and external environment. Stressors, that have the potential to disrupt a person s system or holism are identified by looking at various components of the patients s internal and external environment. The nurse assesses the patient's level of health by identifying factors such as information about the patient's coping abilities, functional health patterns, past experiences, and ability to change. The nurse can determine if the patient is adapting effectively or ineffectively to stressors by identifying coping responses. These responses may include the use of psychological and physiological defenses as well as intellectual reasoning. Ineffective coping behaviours on the other hand, will lead to maladaptation, illness or death. It should be noted however, that stress is an essential part of normal life and when it reaches crisis proportions, may result in maladaptation. The nurse, in collaboration with the patient, utilizes decision making and effectively. These nursing strategies include providing information, teaching more effective coping responses and modifying or changing the internal or external environment of the patient. Evaluation of these strategies is ongoing throughout the nurse-patient relationship. When working with healthy and well individuals, the nurse can provide teaching and information to promote or maintain a high quality of life or level of functioning within the environment. Often the patient will be able to function in everyday life despite being ill. The nurse then focuses on strengthening or maintaining positive adaptive responses. The nurse, even though independent in her/his role to a large degree, does not care for the patient in isolation. The nurse is a member of the health care team which includes other professionals such as physicians, social workers, physiotherapists and dietitians. Providing holistic nursing care places the nurse in a unique situation not only as the giver of care but also as the coordinator of care. Nursing Education Continuing Nursing Studies encourages RNs and LPNs in their pursuit of lifelong learning. Learning is dynamic and continuous and occurs within the context of interactions between the student, the teacher, and the environment. Learning is lifelong and interpreted through the life experiences of the student. Learning is reciprocal, interactive and student-initiated. Learning is the synthesis of knowledge derived from theory and practice. Learning is facilitated in an environment that is flexible, values individuality, and fosters critical thinking, creativity and independence. Learning is facilitated when students are encouraged and assisted to reflect, examine, critique, practice, share and reframe. Learning is facilitated in a milieu where students are actively involved in the learning process and where the student/teacher relationship is collaborative and collegial. Lifelong learning is essential for all nurses to maintain personal and professional competence. 16

19 3.5 CONTINUING NURSING STUDIES CONCEPTUAL FRAMEWORK AND MODEL The Conceptual Framework, which serves as a blueprint for the development of nursing courses in Continuing Nursing Studies, is an eclectic one. This framework is developed from key concepts identified in the vision, mission, and values and beliefs statements. Concepts central to the framework include: holism, systems theory, sequential pattern of growth and development, beliefs and values, continuum, wellness, health, illness, stressors, coping, adaptation, maladaptation, collaborative relationships, and advocacy. The following is an explanation of the Conceptual Framework (see Model of Framework following explanation). The Student - The inner circle, represents the student (RN or LPN), the focal point of the conceptual framework. Programs - The middle circle represents the programs. Programs that are offered by Continuing Nursing Studies are based on continuous needs assessment of key stakeholders (RNs, LPNs, employers, community at large, and others), evolving scientific knowledge, health care delivery system, professional nursing organizations, and any other groups that have relevant input to selection of programs. Key Concepts to Program Development - The outer circle represents key concepts surrounding programs. Key Concepts that have been identified as being essential to the development of programs are: Individuality - Each student has a different level of education, value system, and set of experiences. These differences are recognized in program development. Adult Learning Principles - Programs will be developed using adult learning principles as the philosophy of education. Continuum of Learning - Courses will be developed to allow for a continuum of learning to motivate and facilitate students to develop an attitude of lifelong learning. Evidence Based Practice - Current nursing research and methods will be incorporated into programs to facilitate evidence-based practice. Prior Learning Assessment Recognition - Continuing Nursing Studies is committed to recognizing prior learning. Partnerships - Continuing Nursing Studies will develop partnerships with key stakeholders. Distance Education Methods - Distance education methods will meet the educational needs of the students by providing accessibility to programs. Technology - Technology will be utilized where possible in the provision of programs to facilitate interactive learning. National and Provincial Standards - National and provincial standards from professional and educational organizations will be incorporated into programs. Approval - Programs are approved by relevant professional bodies as required. 17

20 Continuous Program Evaluation - Programs and courses will undergo continuous evaluation to ensure relevance, currency of content, quality, latest technology available used, and satisfaction from students and employers. 3.6 RN & LPN PROGRAM DESCRIPTIONS The following are overviews of programs for RNs and LPNs offered through Continuing Nursing Studies. More detailed descriptions are provided in the course materials. Students enrolled in Continuing Nursing Studies programs/courses should note that access to a CNS faculty facilitator is available throughout the program/course offering. Students enrolled in RN and LPN Continuing Nursing Studies programs/courses/workshops who may be interested in future studies in another offering through the department should view the applicable program/course application and registration information available in the Continuing Nursing Studies programs page of the CNS website at RN Re-Entry Program The RN Re-Entry Program is designed to meet the needs of nurses who have not practiced sufficient hours to maintain licensure or for nurses who hold a current registration but desire, for a variety of reasons, a review of nursing theory and clinical practice. Successful completion of the program allows nurses to reapply for active licensure LPN Re-Entry Program The LPN Re-Entry Program is designed to meet the needs of nurses who have not practiced sufficient hours to maintain licensure or for nurses who hold a current registration but desire, for a variety of reasons, a review of nursing theory and clinical practice. Successful completion of the program allows nurses to reapply for active licensure. 18

21 NOTE: a) Students enrolled in the LPN Re-Entry Program whose basic practical nursing program included medication administration and/or health assessment courses will be required to complete the refresher modules as part of the theoretical component of the Re-Entry Program. b) Students enrolled in the LPN Re-Entry Program whose basic practical nursing program did not include medication administration and/or health assessment courses will be required to complete the full Medication Administration and Health Assessment courses offered by the CNS. Students must have the re-entry program completed before they are eligible for admission to these courses Internationally Educated Nurse (IEN) Bridging Program The Internationally Educated Nurse (IEN) Bridging Program is offered to nurses who are educated and registered in countries outside of Canada and have been assessed as requiring additional education in order to obtain a practicing license as a RN. The program prepares IENs to build on the commonalities and differences between their own experiences and Canadian health care delivery and nursing practice. IENs enroll in the program or identified program courses to enhance knowledge and skills as a means to attain practice equivalence to the Canadian educated and practicing nurse RN Perioperative This program is designed to enable RNs to acquire the necessary knowledge and practice expertise to care for perioperative clients. The perioperative program is delivered using print-based materials via distance education. It includes self-learning modules, a two-week lab component and an eight-week preceptored clinical experience in a perioperative setting. A program offering is based on demand. The program can be completed at the student s own pace with a maximum time limit for completion of one year. Students will be accommodated in their own geographic region as much as possible LPN Perioperative This program is designed to enable LPNs to acquire the necessary knowledge and practice expertise to care for clients in the operating room setting. The CNS brokers the program through Grant MacEwan Community College in Alberta. The program is delivered online and includes two self-learning modules, a two-week lab component, and a ten-week preceptored clinical experience in a perioperative setting. A program offering is based on employer demand. The program can be completed at the student s own pace with a maximum time limit for completion of one year. Students will be accommodated in their own geographic region as much as possible. 19

22 3.6.6 Registered Nurse First Assist Program This program is designed to provide the advanced knowledge and clinical skills necessary to prepare the operating room nurse to practice in collaboration with, and at the direction of, the surgeon during the intraoperative phase of the perioperative experience. The Registered Nurse First Assist (RNFA) Program is delivered using print-based materials via distance education. It includes four self-learning modules, 200 hours of clinical practice and a research paper. Entry into the RNFA Program is on a continuous intake throughout the year based on employer demand. The program can be completed at the student s own pace with a maximum time limit for completion of one year. Students will be accommodated in their own geographic region as much as possible. This program is offered based on employer demand and employer support for required clinical mentorship. 3.7 Post Basic Programs for RNs & LPNs Post Basic Gerontology Program for RNs This program is designed to enable registered nurses to acquire the necessary knowledge and practice expertise to care for older persons in all health care settings. The gerontology program is delivered using print based materials via distance education. The program includes both a theory and clinical component. The theory component includes three core modules and five gerontology modules. Multiple-choice exams are given upon completion of most learning modules. The clinical component will vary depending on the student s clinical experience in a gerontology focused setting. There are two options for the clinical component. 1) Students with less than one year clinical experience in a gerontology focused setting will be required to do a four-week preceptored clinical experience in a long-term care facility/agency. The student will also be required to do a written assignment. 2) Students with greater than one year clinical experience in a gerontology focused setting will be required to complete two written assignments. The program is offered annually pending sufficient registration. The program can be completed at the student s own pace with a maximum time limit for completion of twelve months. Students will be accommodated in their geographical region as much as possible. Students are required to successfully complete all learning modules before the clinical component commences. Students who successfully complete the program are eligible for specified transfer credits from Memorial University, St. Francis Xavier University, and Athabasca University LPN Post Basic Gerontology Program This Program is designed to enable licensed practical nurses to acquire the necessary knowledge and practice expertise to care for older persons in all health care settings. The Gerontology program is delivered using print- based materials via distance education. The program includes both a theory and clinical component. The theory component includes five selfpaced learning modules and three multiple-choice exams. The clinical component will vary 20

23 depending on the student s clinical experience in a gerontology focused setting. There are two options for the clinical component. 1) Students with less than one year s clinical experience in a gerontology focused setting will be required to do a four week preceptored clinical experience in a long term care facility / agency. The student will also be required to do a written assignment. 2) Students with greater than one year s clinical experience in a gerontology focused setting will be required to complete two written assignments. The program is offered annually pending sufficient registration. The program can be completed at the student s own pace with a maximum time limit for completion of twelve months. Students will be accommodated in their geographical region as much as possible. Students are required to successfully complete all learning modules before the clinical component commences Post Basic Critical Care Program for RNs This program is designed to enable registered nurses to acquire the necessary knowledge and practice expertise to care for clients in a critical care setting. The program is delivered using print-based materials via distance education. It includes three prerequisite modules and six self-learning critical care modules, a laboratory component, and a clinical component. Upon successful completion of the theoretical and laboratory components of the program, a four-to-six week preceptored clinical experience in a critical care setting is required. Students with prior critical care clinical experience may opt to complete a clinical project in their own setting. The program is offered annually based on sufficient registration. The program can be completed at the student s own pace with a maximum time limit for completion of one year. Students will be accommodated in their own geographic region as much as possible. Participants who successfully complete this program are still required to complete a critical care orientation before employment Post Basic Mental Health for LPNs The program is designed to enable LPNs to acquire knowledge of psychiatric-mental health nursing and to enhance clinical expertise in the provision of care for clients with mental health disorders in a variety of health care settings. The program is delivered using print- based materials via distance education. It includes a theory portion and clinical component. The theoretical portion includes nine learning modules and multiple choice exams. The clinical component will vary depending on the student s clinical mental health experience. There are two options for the clinical component. For students with less than one year of mental health nursing experience, the clinical component includes a three-week preceptorship and two written assignments. Students are also required to do a one-week clinical placement in a community based mental health setting and must complete one written assignment during this experience. For students with greater than one year of mental health nursing experience, the clinical component includes the completion of two written assignments in the clinical area. Students are also required to do a one-week clinical placement in a community based mental health setting and must complete one written assignment during this experience. 21

24 The program is offered annually pending sufficient registration. The program can be completed at the student s own pace with a maximum time limit for completion of twelve months. Students will be accommodated in their geographical region as much as possible. Students are required to successfully complete all learning modules before the clinical component commences. 3.8 CONTINUING NURSING STUDIES LPN COURSES LPN HEALTH ASSESSMENT The Health Assessment course addresses methods of formal and informal interviewing techniques, history taking, physical examinations, and documentation of findings that effectively prepares nurses to assess clients across the lifespan LPN MEDICATION ADMINISTRATION The Medication Administration Course addresses basic concepts related to drug administration, Canadian drug legislation and standards, safe preparation of medications, calculation of medication dosages, documentation and the role of the nursing process in medication administration. 3.9 POST BASIC COMPETENTCY MODULE DESCRIPTIONS A number of modules related to various nursing competencies have been developed. These modules provide the nurse with the knowledge and skills to practice safely in designated roles and settings. Unless otherwise stated, each post basic competency module has a theoretical and a laboratory component. The theoretical component must be completed before the commencement of the laboratory component. Both components must be successfully completed before a transcript will be issued. If the laboratory component is not completed in a timely manner after the theoretical component, the student may be required to start the module again. However, prior to performing the skills outlined in these modules, it is the professional responsibility of the nurse to gain proficiency and to review and adhere to the policies of the institution of practice, as well as either the scope of the Registered Nurses of Newfoundland and Labrador or the scope of practice of the Licensed Practical Nurses of Newfoundland and Labrador. These modules include: Intradermal Injections The purpose of this self-learning module is to prepare nurses to safely administer medications via the intradermal route. This module, supplemented by relevant readings, will provide the student with the necessary theoretical and clinical skills required for intradermal injections. Upon completion of this module, the nurse will be able to apply the theory and perform the skills related to administering intradermal injections Intramuscular Injections The purpose of this self-learning module is to prepare nurses to safely administer medications via the intramuscular route. This module, supplemented by relevant readings, will provide the student with the necessary theoretical and clinical skills required for intramuscular injections. Upon completion of this module, the nurse will be able to apply the theory and perform the skills related to administering medications via the intramuscular route. 22

25 3.9.3 Immunizations The purpose of this self-learning module is to prepare the nurse to safely prepare and administer immunizations through various routes. This module, supplemented by relevant readings, will provide the student with the necessary theoretical and clinical skills required for administration of immunizations. Upon completion of this module, the nurse will be able to apply the theory and perform the skills related to administering immunizations. Students must complete ID module prior to registration of Immunization module Intravenous Initiation The purpose of this self-learning module is to prepare nurses to initiate IV therapy for clients. This module, supplemented by readings and institutional guidelines, will provide the student with the necessary theoretical and clinical skills required for initiation and care of IV therapy. Upon completion of this module, the nurse will be able to apply the theory and perform the skills related to initiating and maintaining IVs. This module includes both a theory and a practical skills/learning lab component Intravenous Therapy Administration The purpose of this self-learning module is to provide nurses with the necessary knowledge to safely care for a client receiving IV therapy. This module, supplemented by the provided readings, will provide the necessary theoretical and clinical skills required for the administration of IV therapy. Upon completion of this module, the nurse will be able to apply the theory and perform the skills related to IV therapy. This module includes both a theory and a practical skills/learning lab component Intravenous Medication Administration The purpose of this module is to provide nurses with the necessary knowledge to safely administer IV medications. This module will supplement previous learning regarding medication administration. This self-directed learning module is divided into ten objectives. This course includes both a theory and a practical skills/learning lab component. However, prior to attaining efficiency nurses must be evaluated by the employing institution according to the institution s guidelines. Student s must have IV Therapy module completed prior to resigtration Blood and Blood Products Administration The purpose of this module is to provide nurses with the necessary knowledge to safely care for a client receiving blood and blood products. This module, supplemented by the provided readings, will provide the necessary theoretical and clinical skills required for the administration of blood and blood products. Upon completion of this module, the nurse will be able to apply the theory and perform the skills related to the initiation and maintenance of blood and blood products therapy. This module includes both a theory and a practical skills/learning lab component Hypodermoclysis The purpose of this module is to prepare nurses to initiate hypodermoclysis therapy for clients. This module, supplemented by readings, will provide the nurse with the necessary theoretical and clinical skills required for initiation and care of hypodermoclysis therapy. 23